Turkish cuisine and dances
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A Cultural Education Program
Turkish Culture and Tradition
Braunschweig, 01/03/2014
Table of contents 1 Aim of the program and motivation ...... 3 2 Overview of the lesson ...... 4 3 Teaching units ...... 5 3.1 Cultural melting pot in German classes (Introduction) ...... 5 3.2 Turkish regions and their culture and tradition (Presentation) ...... 5 3.3 Memory / recapitulation ...... 6 3.4 Dances ...... 7 3.5 Taste ...... 7 4 List of all materials ...... 8 5 Appendix ...... 9
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1 Aim of the program and motivation
The project 'Turkish Culture and Tradition' (short: T-Cat), took place in Braunschweig from January 30th until February 8th 2014. German and Turkish students – in total 20 - worked together to realize our goal – informing German students about Turkish cul- ture, and to fight prejudices and bias. The aim of this educational program called “Turkish cuisine and dances” is to strengthen the students’ knowledge about the connections between the cultural tradi- tions and the region where they are conducted in Turkey. Therefore each unit clarifies a single aspect concerning the cultural background, maintains the just gained knowledge and expands the conviction and decreases prejudices. The topic of culture and tradition is of high importance for our daily life and that a negative influence on one of them also affects the other, is one of the main topics of the program and found throughout every unit. While they are preparing and eating food, which they view as a part of their culture, they are taking they are together with friends and family. TCAT experiences made clear, that preparing and consuming food is done with a lot more devotion than in to- day’s German traditions.
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2 Overview of the lesson
What happens in Name of the unit Aim of the Unit Timeframe general
Cultural melting Demonstrating the pot in German Introducing them- mixture and differ- classes selves with cultural ences between culture 10 min background. and tradition of differ- (Introduction) ent regions.
Interactive presenta- Turkish regions Introduction and con- tion with typical and their culture nection of typical tradi- dishes and dances of 30 min and tradition tions to their region in the several region of Turkey. (Presentation) Turkey.
Students are asked to attach pictures of Memory/recapitu- Rerun the just learned typical dishes and 20 min lation knowledge. dances to their re- gion on a map.
Students and teach- Dances ers try out some Demonstration. 10 min dances.
Students and teach- Taste ers try out some tra- Demonstration. 10 min ditional dishes.
Concluding discus- Conclusion Reducing Prejudice. 10 min sion.
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3 Teaching units
3.1 Cultural melting pot in German classes (Introduction)
Time: 10 minutes
Material: blackboard
Realisation: The lesson is introduced by simple brainstorming about different countries and herit- ages and their typical culinary or/and musical traditions.
Conclusion: Therefore it is aimed to bring out the diversity of different tradition and cultures in regard to the different regions of the countries and the countries themselves in the classroom.
3.2 Turkish regions and their culture and tradition (Presentation)
Time: 30 minutes
Material: Projector Laptop Slide show “cuisine and dances” Dance videos: o Mediterranean region (s. slide 13) o Marmara region (s. slide 7) o Blacksea region (s. slide 26) Hand-out “Turkish map”
Realisation: This is the first Turkish specific activity of the program. In the following the slide show presents the different regions of Turkey and their typical food and dances. Mostly those depend on factors like climate or closeness to the sea. The students are supposed to 5
make notes on their sheet with a focus on the regional traditions. The first slide might be able to use as a geographical position. “Where is Turkey, Who are the neighbouring countries, etc.?”
Conclusion: The bottom line is that the eastern parts are more traditional than the western parts. Thus in the eastern parts the dances are more expressive and slower, the clothes are darker and the protagonists are mostly men in contrast to the western region. Further- more the dishes include less fish and more meat in the east or interior of the country.
3.3 Memory / recapitulation
Time: 20 minutes
Materials: Map of Turkey pictures of dishes and dances tape
Realisation: As recapitulation the students sum up and fill up the map of Turkey with the related traditions. That for a deck of the slide’s pictures is handed out randomly. The students attach their pictures to the related region.
Conclusion: Here it is aimed to iterate the just learned knowledge. In addition to that it enables the students to point out the diversity and typical belongings to the region.
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3.4 Dances
Time: 10 minutes
Materials: space music
Realisation: Using one of the videos in the appendix to make the class dance one of those.
Conclusion: It is aimed to have the experience of a Turkish dance.
3.5 Taste
Time: 10 minutes
Materials: Food (recipes s. 5)
Realisation: Dolma (slide 19) is one good dish to prepare a day before the lesson. A recipe can be found in the appendix. Several other Turkish dishes can be used. If you have it as a buffet or let the dishes pass around is up to you.
Conclusion: It is aimed to have the experience of a Turkish food.
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4 List of all materials
Blackboard Projector Laptop Slide show “cuisine and dances_ger” Map of Turkey pictures of dishes and dances tape traditional Turkish food
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5 Appendix
Picture 1: Recipe_Dolma page 1
Picture 2: Recipe_Dolma page 2
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